Motivations for doing interdisciplinary research: Results from an Australian qualitative study

While the literature provides a strong conceptual justification for Interdisciplinary Research (for example: Klein 1990, 1996; Sherif & Sherif, 1969) and a number of studies document the benefits and challenges of such studies (such as: Slatin, Galizzi, Melillo & Mawn 2004; Rhoten, 2004; Lynch 2006; Jacobs & Frickel 2009), there are surprisingly few empirical analyses of the reasons why individual researchers become involved in Interdisciplinary Research projects. Responding to this gap in the extant literature, the current study was undertaken to identify individual influences and motivations for participating in Interdisciplinary Research projects. In this paper we report findings that emerged from 30 interviews with researchers from a wide range of disciplines, as well as different stage of career, on the major reasons why they are drawn to Interdisciplinary Research. As part of the paper we also report the extent to which participants agreed or disagreed with a variety of pitfalls identified in the literature as potential impediments or deterrents to individuals becoming involved in Interdisciplinary studies

Treatment costs and priority setting in health care: A qualitative study

The aim of this study is to investigate whether the public believes high cost patients should be a lower priority for public health care than low cost patients, other things being equal, in order to maximise health gains from the health budget. Semi-structured group discussions were used to help participants reflect critically upon their own views and gain exposure to alternative views, and in this way elicit underlying values rather than unreflective preferences. Participants were given two main tasks: first, to select from among three general principles for setting health care priorities the one that comes closest to their own views; second, to allocate a limited hospital budget between two groups of imaginary patients. Forty-one people, varying in age, occupation, income and education level, participated in a total of six group discussions with each group comprising between six and eight people

Good digital video practices for novice education researchers

© 2015 Dr. Bradley ShrimptonThis thesis explores good practices for using digital video as a data collection technique in qualitative school-based research, with a specific focus on practices that can guide the use of video by novice and postgraduate researchers. Interest in using video in education research has become wide-spread in recent years following major technological advances, and increased consumer demand that have resulted in dramatic improvements in recording quality, simplification of video recording and editing processes, and reduced equipment costs. Although the literature concerning uses of video in school-based research is growing, consolidated practicable advice for neophyte researchers regarding good procedural choices, key decision points and appropriate steps when using video in school settings has yet to emerge fully. To identify effective digital video practices for novice researchers, a rigorous and systematic study was undertaken using a Delphi process, a knowledge building and consensus technique. In the first stage of the Delphi activity, semi-structured interviews were conducted with 25 researchers with expertise in using video in education research. These interviews produced more than 250 suggestions of effective digital video research practices. Using survey techniques, in stage two and three of the Delphi the experts then rated these suggestions twice, which produced a final consensus list of 158 good practice recommendations. The recommendations underline that using video requires the same degree of attention to practical, procedural, ethical and philosophical issues as other approaches to data collection. Moreover, the Delphi experts particularly emphasized that novice researchers should: • be methodological in the choice and use of video; • understand that quality audio-visual data is contingent on attending to technical and procedural aspects of video-data construction; • value the significance of respect and rapport in video research for building trusting relationships and achieving trustworthy data; • appreciate the obtrusive nature of video, and be reflexively aware of the mediating role of the researcher and technology in video-based studies; and • take a rigorous but also empathic and caring approach to ethical dimensions of video-based education research. The good practice suggestions cover an extensive range of topics including (but not limited to) considerations when choosing to use video, steps associated with project planning and preparation, actions when gathering digital recordings in the field, matters concerning data management and analysis, ways of enhancing the trustworthiness of video-based research, and good practices when reporting results from digital video studies. Moreover, these appear to be among the few consolidated sets of recommendations for neophyte researchers regarding how high standards of video-based research in school settings can be achieved. Nonetheless, there is scope for the practices to be elaborated and improved, and so recommendations are provided for further research to enhance the comprehensiveness, comprehension and applicability of the video good practice suggestions

Outcomes of a knowledge translation strategy

In this paper we describe how an Australian health promotion agency combined short information sheets and ‘micro-movies’ to encourage the uptake of evidence associated with a food security initiative. Although commended by intended users for being innovative, a follow up study of the dissemination approach produced few tangible examples of learnings being translated into action. The paper provides an overview of the general rationale underlying the mixed-media research dissemination strategy and identifies barriers that resulted in low engagement with the information resources. Furthermore, we offer some general lessons for program planners and researchers who are interested in applying novel reporting methods to encourage evidence uptake

Tourette Syndrome: A case for establishing the individual needs of children at risk

Abstract Tourette Syndrome (TS) is a neurological disorder characterised by multiple, involuntary, and repetitive motor and vocal tics. ADHD and Obsessive Compulsive Disorders are often associated with Tourette Syndrome. TS is not discriminatory, it can occur across all races and socio -economic groups (Wodrich, 1998). The numerous medical characteristics (physical and psychological) are well documented in the literature and sensationalised in the media, but the complex and sometimes devastating experiences of individual suffers is often reduced to numerical data. These data do not consider the feelings, perspectives and abilities of individuals and cannot portray the lives led by children with TS. This paper is concerned about the educational implications for students with TS. It is commonly stated in the literature that children with TS represent the normal range of levels of intelligence, although some sources state that children with TS have average or above average intelligence (Carroll, Geffen, Comerford, Bailey and Morison, 2000). Despite this children with TS often experience personal distress, reduced self-esteem, social problems (Stefl and Milton, 1985) and school failure (Wodrich, 1998). Children with Tourettes do not have diminished intellectual capabilities but without proper intervention and appropriate learning experiences, they may be easily be categorised as learning disabled or are at risk of becoming learning disabled Increased teacher awareness and public educatio

CAN ONE SIZE FIT ALL? THE CASE STUDY OF A CD ROM IN TEACHER EDUCATION

In 2001, a video-based interactive CD ROM entitled BUILT ('Building Understandings in Literacy and Teaching', an ASCILITE award winner) was developed for use in teacher education at the University of Melbourne, in a mass education, cost effective context. BUILT was designed to address concerns about pre-service teachers ' knowledge about language and literacy across the school curriculum and year levels. This paper focuses on the challenges in designing, implementing, evaluating, redeveloping and re-evaluating BUILT, now that it has been used with 2 large cohorts (approx 1,000 each) of pre-service teachers from widely divergent disciplinary backgrounds. The key principles underpinning the design of the CD within a constructivist model will first be outlined, followed by an outline of how BUILT was evaluated and integrated into pre-service teaching programs in its first iteration in 2001, and its subsequent re-development into its second edition. Finally, a brief overview of the second evaluation of BUILT and its implementation will be outlined, highlighting key reasons for the marked improvement in student perceptions of the effectiveness of BUILT’s design and outlining challenges that face those responsible for teaching with it in 2003

MicroStructure Element Method (MSEM): viscous flow model for the virtual draw of microstructured optical fibers

We propose a new method to accurately model the structural evolution of a microstructured fiber (MOF) during its drawing process, given its initial preform structure and draw conditions. The method, applicable to a broad range of MOFs with high air-filling fraction and thin glass membranes, is an extension of the Discrete Element Method; it determines forces on the nodes in the microstructure to progressively update their position along the neck-down region, until the fiber reaches a final frozen state. The model is validated through simulation of 6 Hollow Core Photonic Band Gap Fibers (HC-PBGFs) and is shown to predict accurately the final fiber dimensions and cross-sectional distortions. The model is vastly more capable than other state of the art models and allows fast exploration of wide drawing parameter spaces, eliminating the need for expensive and time-consuming empirical parameter scans